Journal article
Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom
Teaching and teacher education, Vol.133, 104271
10/2023
DOI: 10.1016/j.tate.2023.104271
Abstract
(1) dilemmas experienced by teachers adapting to the role of ‘facilitator’ in a student-centered, technology-supported, STEAM learning environment; (2) strategies they implemented to address them; and (3) students' responses. Data sources included interviews and video-ethnographic, classroom observations with 28 teachers and 325 students, from 20 schools across the United States. Using thematic coding, we identified eight dilemmas and three types of strategies facilitators used to address them. We discuss students' responses to strategies. Findings have implications for understanding how teachers might best facilitate STEAM learning activities and for our understanding of how teachers adapt to educational change.
Details
- Title: Subtitle
- Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom
- Creators
- Kay E. Ramey - University of IowaReed Stevens - Northwestern University
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.133, 104271
- DOI
- 10.1016/j.tate.2023.104271
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Publisher
- Elsevier
- Grant note
- DOI: 10.13039/100000001, name: National Science Foundation, award: DRL-1348800, DRL-1433724, DRL-1657438
- Language
- English
- Date published
- 10/2023
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984449860302771
Metrics
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